The Montessori Method is one that is not only able to provide a fostering and development of children that are moving through different stages of cognitive development. More importantly, there is an understanding of new and revolutionary approaches to teaching. These are providing new concepts that can be applied to teaching, development and the overall exploration of learning that is needed in schools at this time frame.
The educational basis that is a part of the Montessori perspective is based on creating a different environment and context for learning with children. The Montessori perspective began to develop after World War II, with the developing belief that each child is able to learn in different ways and has a natural tendency toward exploration and creativity. The main concept and approach was to use integrated methods toward learning and to have a specific approach that was holistic and exploratory for students. The initial programs that were developed moved into an institute created by Dr. Montessori, all which were based on developing a liberal program that was able to enhance learning. Dr. Montessori used some of the methods from older ways of teaching, all which were adapted to this specific classroom. This was combined with the liberal ideas of education, which was based on interactive development, exploration and the ability to learn through different levels of cognitive experiences (George, Montessori, 1992).
The development of this method has not only leads to exploration for students, but also has assisted in the discipline and obedience perspectives that are required for the method. Since the program is based on exploration and the formation of discovery through individual experiences in the classroom, many have had to develop alternative understandings of what is included in the discipline of the children.